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Literacy Model for Candler County Schools. Learning To Read. Elementary Grades K-5 Four Blocks Literacy Model GPS Framework Harcourt Reading. What are the Four Blocks?. Guided Reading Before During After. K-5 Reading to Learn. Word Works Vocabulary instruction
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Learning To Read • Elementary Grades K-5 • Four Blocks Literacy Model • GPS Framework • Harcourt Reading
What are the Four Blocks? • Guided Reading • Before • During • After
K-5 Reading to Learn • Word Works • Vocabulary instruction • Phonics instruction • Building words
K-5 Reading to Learn • Writing daily • Using a graphic organizer • Process write • Summarize to show what was learned • Conference with 5 students a day about their writing
K-5 Reading to Learn • Self-Selected Reading • Sometimes called Reading Workshop • Students read silently • Teacher conferences with students and listens to 5 students a day read • Teacher discusses strategies that good readers use
K-5 Reading to Learn • Teacher Read Aloud • Teacher reads a book aloud each day to students for about 10 to 15 minutes
Four Blocks Scheduling • Four Blocks should be done daily. It may take all day to get through the entire 4 components
In Results Now, Michael Schmoker explains what he believes to be the route to achieving unprecedented gains in student achievement. His conclusions center around two main points: literacy and professional learning communities. • He believes that the key to success in all areas is the ability to read. In addition, he believes that teachers already have the knowledge they need to make great strides in aiding student achievement if they would only create the structures that would allow them to share their knowledge effectively.
To what degree have students in your school been formally taught how to read text while reflecting on their reading (metacognition)? There seems to be a disproportionate number of students in many districts who lack reading comprehension. Michael Schmoker
How many minutes a day do students in your school actually read or reread? • In what ways are students at your school encouraged to write? • Are you satisfied with reading instruction in your school?
How many students are succeeding in the subjects I teach? • Within those subjects, what are the areas of strength or weakness?
What is academic literacy? Across all content areas students should be able to… • Read • Write • Listen/view • Discuss/present • Think critically and creatively • Use language and vocabulary to read and comprehend text to support the learning of content
If someone came to my room looking for a literacy-rich classroom, what would they see/not see? • Reading comprehension strategy instruction • Writing instruction • Opportunities for listening and viewing • Opportunities for deep discussion and presenting • Instruction in use of higher-order thinking skills
The Strategic Teacher… • Plans lessons with the learning outcome in mind. The outcomes of strategic lessons move students toward mastery of content standards. • Supports students with instructional strategies that are used within a best practices framework. Examples of best practice frameworks are the before, during, and after framework and the gradual release framework.
The Strategic Teacher… • Facilitates engaging lessons during which students have the opportunity to read, write, listen and view, discuss and present, think critically and creatively, and use rich language and vocabulary.
Planning Template for Connecting Before- During-, and After-Reading Strategies
Reading to Learn • Grades 6-12 • Daily Structure should include for all content: • Before Teaching Activity • During Teaching Activity • After Teaching Activity
Consider the purpose of before reading Adapted from Fuentes 1998, 83
Consider the purpose of during reading Adapted from Fuentes 1998, 83
Consider the purpose of after reading Adapted from Fuentes 1998, 83
Do I use a gradual release framework? • New skills should always be taught or modeled explicitly. • The four steps I plan to use: 1.Introduce the skill 2. Model the skill 3. Guided practice with feedback 4. Independent practice and application
Vocabulary activities in the lesson should… • Encourage rich discussions about the meanings of unfamiliar words. • Help students to make connections between new words and familiar concepts. • Encourage students to use words in context. • Help students to analyze word parts. • Support active student engagement with gaining word knowledge and understanding.
The strategic lesson provides opportunities to make the reading/writing connection when… Students write: • Position statements • Summaries • Journal entries • Comparison/contrast papers • Cause and effect statements • Research papers • I-search papers • Pamphlets • Explanations
Basically, 6-12 Teachers shouldPlan Strategic Lessons • What should students be able to do as a result of the lesson? Did they meet those outcomes? • Was there a clear purpose for each strategy chosen—pre, during, and post? • Did I follow (or begin) a gradual release process for each strategy?
Quick Review: Planning Strategic Lessons Did I provide opportunities for students to: • Read? • Write? • Listen/view? • Discuss/present? • Think critically and creatively? • Use language and vocabulary to read and comprehend text to support learning every day while actively involved in the learning process?
